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Underground Railroad Unit Rubrics

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Title - All Aboard! Exploring the Secrets of the Underground Railroad - An Interdisciplinary Unit

UGR Unit Rubics

Note, this is one part of a larger unit which can be found here.

By - Elizabeth Hodgson and Rachel Vogelpohl
Primary Subject - Social Studies
Secondary Subjects - Math, Music, Art, Language Arts, Computers / Internet
Grade Level - 4

The following rubrics are used after individual lessons in the Underground Railroad Unit and/or at the end of the unit.

You may scroll down to see all of the rubrics, or jump to the individual rubric of you choice by clicking on its name:

Project Rubric

Presentation Rubric

Cooperative Group Work Rubric

Map Rubric

Peer Review Rubric (Part of Map Rubric)

Diary Writing Rubric

Self-Report Affective Assessment

Printable Version for your convenience!

Project Rubric

Name: _____________________
Date: ___________________
Teacher(s): _____________________
Project Title: _____________________

Process	Below Avg.	Satisfactory	Excellent
1. Has clear vision of final product	1 2 3	4 5 6	7 8 9
2. Properly organized to complete project	1 2 3	4 5 6	7 8 9
3. Managed time wisely	1 2 3	4 5 6	7 8 9
4. Acquired needed knowledge base	1 2 3	4 5 6	7 8 9
5. Communicated efforts with teacher	1 2 3	4 5 6	7 8 9
Product (Project)	Below Avg.	Satisfactory	Excellent
1. Format	1 2 3	4 5 6	7 8 9
2. Mechanics of presentation	1 2 3	4 5 6	7 8 9
3. Organization and structure	1 2 3	4 5 6	7 8 9
4. Creativity	1 2 3	4 5 6	7 8 9
5. Demonstrates knowledge	1 2 3	4 5 6	7 8 9 10
5. Other	1 2 3	4 5 6	7 8 9

Total Score:____________________________

Teacher(s) Comments:

Rubric generated by TeAch-nology.com - The Web Portal For Educators! (www.teach-nology.com)

Printable Version for your convenience!

Student Presentation Rubric

Name: _____________________
Date: ___________________
Teacher(s): _____________________
Project Title: _____________________

Evaluating Student Presentations	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because students jump around.	Students present information in logical sequence which audience can follow.	Students present information in logical, interesting sequence which audience can follow.
Subject Knowledge	Students do not have grasp of information; students cannot answer questions about subject.	Students are uncomfortable with information and are able to answer only rudimentary questions.	Students are at ease with expected answers to all questions, but fail to elaborate.	Students demonstrate full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics	Students use superfluous graphics or no graphics	Students occasionally use graphics that rarely support text and presentation.	Students' graphics relate to text and presentation.	Students' graphics explain and reinforce screen text and presentation.
Mechanics	Students' presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact	Students read all of report with no eye contact.	Students occasionally use eye contact, but they still read most of report.	Students maintain eye contact most of the time but frequently return to notes.	Students maintain eye contact with audience, seldom returning to notes.
Elocution	Students mumble, incorrectly pronounce terms, and speak too quietly for students in the back of class to hear.	Students' voices are low. Students incorrectly pronounce terms. Audience members have difficulty hearing presentation.	Students' voices are clear. Students pronounce most words correctly. Most audience members can hear presentation.	Students use clear voices and correct, precise pronunciation of terms so that all audience members can hear presentation.

Total Points: _______________________

Rubric has been modified for this assignment
Caroline McCullen http://www.ncsu.edu/midlink/rub.pres.html

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Cooperative Group Work Rubric

Name: _____________________
Date: ___________________
Teacher(s): _____________________
Project Title: _____________________

Skills Criteria	1	2	3	4	Total
Helping The teacher observed the students offering assistance to each other	None of the Time	Some of the Time	Most of the Time	All of the Time
Listening: The teacher observed students working from each other's ideas.	None of the Time	Some of the Time	Most of the Time	All of the Time
Participating: The teacher observed each student contributing to the project.	None of the Time	Some of the Time	Most of the Time	All of the Time
Persuading: The teacher observed the students exchanging, defending, and rethinking ideas.	None of the Time	Some of the Time	Most of the Time	All of the Time
Questioning: The teacher observed the students interacting, discussing, and posing questions to all members of the team.	None of the Time	Some of the Time	Most of the Time	All of the Time
Respecting: The teacher observed the students encouraging and supporting the ideas and efforts of others.	None of the Time	Some of the Time	Most of the Time	All of the Time
Sharing: The teacher observed the students offering ideas and reporting their findings to each other.	None of the Time	Some of the Time	Most of the Time	All of the Time

Total Points:______________________

Teacher Comments:

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Map Rubric

Name: _____________________
Date: ___________________
Teacher(s): _____________________
Project Title: _____________________

Directions: Circle one of the point values for each of the four grading categories listed below.

CATEGORY	5	4	3	2	1
COMPLETENESS	Everything completed.	Most items completed. Missing 1-5	Most items completed. Missing 6-10	Missing 11-15 items.	Incomplete
ACCURACY	Everything is located accurately. Spelling correct.	Most items located accurately 1-5 off. Most spelling OK	Location not sure on 6-10. Spelling unsure.	10 or more items out of place. Poor spelling.	Incomplete
NEATNESS	Exceptional (Color/ Orderly/ Legible.) All horizontal labels. All contours. Ink labels.	Good (Color/ Orderly/ Legible.) Most horizontal labels. Most contours. Ink & Pencil labels.	Satisfactory (Color/ Orderly/ Legible.) Some horizontal labels. Some contours. Pencil labels.	Poor (Color/ Orderly/ Legible) Few horizontal labels. Few contours. Few labels.	Incomplete (No color.) No horizontal labels. No contours. No labels.
T.O.A.D.S. on a LOG	ALL items present	Missing One	Missing Two	Missing Three	Incomplete

SCORE: ___/20

=======================
Peer Review: another student needs to evaluate your map briefly:

1. Quality: Is the map "readable" and complete?
(10 best) 10 9 8 7 6

2. Positive suggestions
(praise or ideas for improvement):

Created by Mr. David Gunderson Sartell Middle School Sartell, Minnesota,U.S.A.

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Diary Writing Rubric

Name: _____________________
Date: ___________________
Teacher(s): _____________________
Project Title: _____________________

Directions: Circle one of the point values for each of the four grading categories listed below.

CATEGORY	Expert writer 5 pts	Adequate writer 4 pts	Developing writer 3 pts	Emerging writer 2 pts	Insufficient writer 1 pt
Rating Description	The use of writing conventions is very effective. Topic was directly relevant and all supporting details were specific to subject. All grammar, sentence structure, punctuation and spelling are correct and neat	The use of writing conventions is effective. Topic was mostly relevant and supporting details are mostly specific to subject. Only minor errors are apparent in grammar, spelling, sentence structure and punctuation.	The use of writing conventions is somewhat effective. Topic was somewhat relevant and some details are non-supporting to the subject. Errors in conventions don't interfere with meaning, but there are few errors in grammar, punctuation, sentence structure and spelling	Errors in the use of writing conventions obscure meaning. The topic is remotely related and details are somewhat sketchy and unclear. There are several errors in punctuation, spelling, sentence structure and grammar.	Major errors in the use of writing conventions obscure meaning. The topic is totally unrelated, and the reader is unable to find specific details. Very frequent errors in punctuation, spelling, grammar, and sentence structure make understanding difficult.
Organization and Creativity	Very good organization, with events logically ordered with a sharp sense of beginning and end. Clearly makes sense. Vocabulary is varied and supporting details are vivid	Good organization, with most events logically ordered. Makes sense. Vocabulary is varied and supporting details are effective.	Essay is organized, but events are somewhat jumpy. Makes sense for the most part. Vocabulary is varied, but supporting details are plain and could use work.	Attempted organization does not make much sense, in that events jump around and the start and end are unclear. Vocabulary is constant, but details are lackluster and ineffective.	Not organized, and events make no sense. Needs descriptive words.
Planning (1st draft only)	Has clear idea of audience. Goals are very clear and explicit. An overall essay plan is evident.	Has idea of audience. Goals are clear and explicit. Has a plan for the essay.	Somewhat clear about the essay's audience. Goals are stated but somewhat vague. Plan for the whole essay somewhat clear.	Vague about whom the essay is for. Goals are unclear. No clear plan evident.	Writing shows no evidence of planning.
Quality of Revision (2nd draft only)	Follows up on all suggestions for revision. Revisions are a definite improvement.	Follows up on most suggestions for revision. Revisions improve on the previous draft.	Addresses some but not all suggested revisions. Revisions are a slight improvement over earlier draft.	Ignores most suggestions for revision. Revisions made do not improve the earlier draft.	Made only a minimal attempt to revise, if at all.

Elizabeth Hodgson 2003

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Self-Report Affective Assessment

Directions: Read each statement and decide how true it is for you by marking your choice on the line under the correct answer. Some of the statements are positive and some are negative. Decide whether each statement is true for you. You do not need to put your name on this, and there are no right or wrong answer, so answer honestly please. Mark an X on the space that best answers each statement.

When you are finished, please print your response and place your paper in the blue folder on the table in the back of the room. Your opinion matters to me, so thank you for helping and answering honestly!

Response Statements (one per statement)	Very true for me	Not true for me	I'm not sure
1. Mostly, I like learning about the Underground Railroad.	_____	_____	_____
2. I like to learn about things that happened in the past.	_____	_____	_____
3. I am good at writing stories.	_____	_____	_____
4. I don't care about North Carolina history.	_____	_____	_____
5. I don't like to act in front of the class.	_____	_____	_____
6. I like to make projects in a group.	_____	_____	_____
7. I like when we study social studies.	_____	_____	_____
8. I like to read about stories of slavery.	_____	_____	_____
9. I like to perform with a group.	_____	_____	_____
10. I don't like to stand up alone.	_____	_____	_____
11. I like to research the Underground Railroad on the computer.	_____	_____	_____
12. I like to read books when I have the time.	_____	_____	_____
13. I don't like to play pretend.	_____	_____	_____
14. I am not good at taking tests.	_____	_____	_____
15. I like to work alone.	_____	_____	_____
16. My teacher has fun things to do for social studies	_____	_____	_____
17. I don't know how to do homework projects.	_____	_____	_____
18. I feel comfortable giving my opinion in class.	_____	_____	_____
19. I like to make up stories in which I am a character.	_____	_____	_____
20. My teacher gives me a choice of what I would like to learn.	_____	_____	_____
21. WebQuests are fun.	_____	_____	_____
22. Writing on the computer is fun.	_____	_____	_____
23. I feel safe in class.	_____	_____	_____

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